Peer Learning in Higher Education: Learning from and with Each Other

By David Boud, R. Cohen, Jane Sampson. 2014

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‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “…echoing earlier studies concerning the value of peer feedback in providing students assessment experiences as close in scope and kind as their teacher’s (Boud, Cohen, and Sampson 2001; Sadler 2010), our findings suggest two additional functions of peer feedback based upon some necessary conditions.”
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, background): “Besides the effects of reducing social loafing in group work processes, the benefits of self- and peer-assessment on students’ learning have been pointed out by a number of researchers (e.g., Boud et al., 1999, 2001; Nicol & Macfarlane-Dick, 2006; Nicol, 2010a; Sadler, 2010).”
Juxtapeer: Comparative Peer Review Yields Higher Quality Feedback and Promotes Deeper Reflection (2018, background): “At its best, peer review provides substantial benefit to both learners and instructors: reviewers gain experience providing constructive feedback on open-ended work [6,32], reviewees receive comments based on the diverse perspectives of multiple peers [10,48], and instructors reduce their feedback a”